CSDS 565 Public School Methods in a Diverse Society (2 c.h.)
Spring 2011
Instructor:
E-mail:
Phone:
Office:
Office Hours:
Lissa Power-deFur, Ph.D., CCC-SLP, Professor, Graduate Coordinator, CSDS
powerdefurea@longwood.edu
434.395-2369
Hull 257 or LCCLL
T, Th 1 – 2 (Hull 257); Tuesday 5:15 – 5:45 (LCCLL); Wed 8 - 9 (Hull 257)
Or by appointment
Course Description
This course is a study of service delivery and administrative requirements for public school speechlanguage pathology programs. The course includes a history of special education; review and
application of federal and state requirements associated with special education; language and
communication expectations of the classroom; collaborative service delivery approaches; and cultural
competency needed to work with diverse students. 2 credits.
Readings
Required Texts
American Speech-Language-Hearing Association (2010). Roles and responsibilities of Speech-Language
Pathologists in Schools [Professional Issues Statement]. Available from www.asha.org/policy.
Tatum, B. D. (1999). “Why are all the black kids sitting together in the cafeteria?” N.Y., N.Y.: Perseus
Books Group.
Virginia Department of Education. (2005). Speech language pathology services in public schools:
Guidelines for best practice. Richmond, VA: Author. Available at
http://www.doe.virginia.gov/special_ed/disabilities/speech_language_impairment/speech_lang_path
ology_services.pdf
Additional readings:
American Speech-Language-Hearing Association.
(2002). A workload analysis approach for establishing speech-language caseload standards in
the public schools. Guidelines. Available at http://www.asha.org/docs/html/GL200200066.html
(Undated). Frequently Asked Questions: Speech-Language Pathology Assistants. Available at:
http://www.asha.org/certification/faq_slpasst.htm
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(Undated). Responsiveness to Intervention: New Roles for Speech-Language Pathologists.
Available at http://www.asha.org/slp/schools/prof-consult/NewRolesSLP.htm
(Undated). IDEA web site http://www.asha.org/advocacy/federal/idea/default.htm
Continuum of Service Delivery Options
Early Intervening Services
IDEA Milestones
IEPs and Eligibility for Services
Medicaid and Third Party Reimbursement
Missed Sessions
(Undated). 2010 Schools Survey.
http://www.asha.org/research/memberdata/2008SchoolsSurvey.htm
(Undated.) “Adversely Affects Educational Performance.”
http://www.asha.org/slp/schools/prof-consult/ed_performance.htm (read both links)
Cultural Competence Checklists (Personal Reflection and Service Delivery)
Council of Chief State School Officers. (undated). Common Core Standards. Available at
http://www.corestandards.org/
LinguiSystems. (2007). Linguisystems Guide to RTI. Available at
http://www.linguisystems.com/freedownloads_guides.php
McGinty, A.S. & Justice, L.M. (2006). Classroom-based versus pull-out language intervention: An
examination of the experimental evidence. EBP Briefs, 1 (1), 1 – 25. Available at
http://www.asha.org/Members/ebp/compendium/reviews/Classroom-Based-Versus-Pull-outInterventions--A-Review-of-the-Experimental-Evidence.htm
Power-deFur, L. (in press). When is a child with a speech-language impairment a child with a disability?
Special education eligibility criteria. ASHA Leader. (on blackboard site under articles.)
Power-deFur, L. (2010, Aug 31). Educational relevance of communication disorders. ASHA Leader.
Power-deFur, L. and Alley, N.S. (2008). Legal and Financial Issues Associated with Providing Services in
Schools to Children with Swallowing and Feeding Disorders. Language, speech, and hearing services in
schools. Available at http://lshss.asha.org/cgi/content/abstract/39/2/160 or through Longwood
library.
Technical and Training Assistance Center On-Line.
NOTE – all of the TTAC Online documents are accessed from this main web site: http://ttaconline.org
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Virginia Alternative/Alternate Assessment. http://ttaconline.org/staff/assessment/assess.asp
Also, review some of the Aligned Standards of Learning from the same site.
SOL Enhanced Scope and Sequence. http://ttaconline.org/staff/sol/sol.asp
Data Collection for Speech-Language Pathologists.
http://ttaconline.org/staff/s_training/s_course_info.asp?course=slps1213200894523pm&cauth
or=SLPs
Virginia Department of Education.
(2010). Sample Elementary IEP Form (or Sample Transition IEP Form). Available at
http://www.doe.virginia.gov/special_ed/iep_instruct_svcs/index.shtml
(2009). Guidance on Evaluation and Eligibility for the Special Education Process. Available at
http://www.doe.virginia.gov/special_ed/tech_asst_prof_dev/index.shtml
(2009). Resource Document for Local Screening Requirements in Virginia Public Schools.
Available at http://www.doe.virginia.gov/special_ed/tech_asst_prof_dev/index.shtml
(2007). Procedures for Participation of Students with Disabilities in Virginia’s Accountability
System. Available at
http://www.doe.virginia.gov/testing/participation/participation_va_accountability_system.pdf
(2006). Your Family’s Special Education Rights. Available at
http://www.doe.virginia.gov/special_ed/regulations/state/procedural_safeguards/english_proc
edural_safeguards.pdf
(Undated). Complaints. Available at
http://www.doe.virginia.gov/special_ed/resolving_disputes/complaints/index.shtml
(Undated). Due Process.
http://www.doe.virginia.gov/special_ed/resolving_disputes/due_process/index.shtml
Standards of Learning sites:
http://www.doe.virginia.gov/testing/common_core/index.shtml (main site)
http://www.doe.virginia.gov/testing/alternative_assessments/vaap_va_alt_assessment_prog/v
aap_aligned_sol.pdf (Aligned SOLs for Alternate Assessments)
http://www.doe.virginia.gov/testing/sol/released_tests/index.shtml (released test items)
Additional ASHA and VDOE readings may be assigned if new documents are released. There are
various articles related to diversity under the Blackboard tab “articles.”
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Course objectives and learning activities (and corresponding ASHA Knowledge and Skills
Assessment [KASA] and VDOE licensure and endorsement standard - 2008 8VAC20-542-590.
Special education speech-language disorders preK-12)
Objective
Learning
Activities.
Understand the history of
public education, special
education, and public school
speech-language pathology
services, including IDEA and
NCLB.
Explain federal & state
requirements regarding
evaluation, eligibility, IEP
development, and
implementation.
Understand requirements
associated with Medicaid
billing in schools.
Class discussion.
Explain parent and student
rights under IDEA, Section 504,
&the Family Education Rights
& Privacy Act (FERPA).
Explain transition, selfadvocacy, guardianship, and
discipline.
Interview of parent
of child receiving
special education
services.
Class discussion.
Identify the speech-language
skills required for academic
success, including mastery of
the state (SOL) assessments.
Observation of
general education
classroom.
VDOE standard
9. Understanding of the knowledge, skills, and
processes for educating special populations,
including: (a) Historical perspective
Reflection on
special education.
Observation of
eligibility and IEP
meetings.
IEP Project.
Reflection on
data.
SOL activity
Explain advantages and
disadvantages of various
school-based service delivery
methods, including: Response
to Intervention (RtI); workload
and caseload approaches.
IEP Project.
Explain approaches to
respond to the culturallinguistic diversity of students
and parents served in public
schools.
Reflections on MLK
lecture, Moton
Museum, Tatum
book.
Reflections on RtI,
caseloads.
Tatum discussion.
Complete VDOE requirements
in child abuse & technology.
KASA
standard
Standard III D.
The applicant
must possess
knowledge of
the principles
and methods of
prevention,
assessment and
intervention for
people with
communication
disorders …
10. Understanding of the knowledge, skills,
and processes involved in the legal aspects
associated with students with disabilities,
including: (f) Advocacy & self-determination;
(g) guardianship; (h) disciplinary practices,
policies & procedures, & alternative
placements/programs in schools.
1. Understanding of the knowledge, skills, and
processes of communication, oral and
written, as defined in the Virginia SOLs and
how these are interrelated in forming a sound
foundation for the understanding of speech
and language acquisition
8. Understanding of the knowledge, skills, &
processes of service delivery & instruction,
including: (a) organization & administration of
public school programs to provide services for
persons with speech-language disorders; &
(b) services available from related fields for
those with communication disorders
III B. The
applicants must
demonstrate
knowledge of
basic human
comm…
processes …
including
cultural basis.
Child abuse and technology requirements.
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Course Requirements
Attendance and Participation: Students are expected to attend class, complete readings, and
assignments prior to class, and participate in class discussions.
Attendance is taken. Consistent with Longwood University Attendance Policy, a student’s grade may
be lowered by one letter if 10% of class meetings are missed and a grade of F may be assigned if a
student misses 25% of class meetings. ALL absences should be discussed with the instructor in
advance, or as soon as the need for an absence is known. Absence during a quiz, test, or assigned oral
presentation without prior consultation will result in a 0 on the assignment. Assignments turned in
late will receive a 10% penalty for each class period late, for 30% of the total points.
Bad Weather? If bad weather prevents holding class, the professor will inform students in an e-mail.
The class will be rescheduled.
Late Policy: Students are expected to turn assignments in on the date assigned. Arrangements may be
made in advance for circumstances outside of the student’s control.
Blackboard: Students are expected to access class documents (detailed information about
assignments, class materials) on Blackboard and to check Blackboard at least weekly for class
announcements, assignments, and readings.
Disability Accommodations: Students needing an accommodation for a disability must speak with the
instructor during the first week of class. Students may be asked to provide documentation from the
Disability Support Center at Longwood University. All accommodations by the Disability Support
Center will be provided.
Honor Code
All written work submitted for this class must be pledged with the Longwood Honor Code. Students
shall write, in their own handwriting, and sign the following: “I have neither given nor received help on
this work nor am I aware of any infraction of the Honor Code.” There will be a 2-point deduction for
failure to include the honor code on any assignment.
Learning Opportunities.
NOTE: Make each topic in the interviews and observations a section heading in your paper.
Interviews:
During the semester, you will conduct a face-to face interview of a school-based speech-language
pathologist and of a parent of a child who has received speech-language services in the schools. Be
prepared to discuss your experiences in class.
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Your reports of the interviews should integrate the information from the interview with the readings
and class discussion. The analysis should integrate the interviews with the information presented in
class.
Interview 1: School-based speech-language pathologist. 20 points.
It is preferred that the interview be with an SLP who has at least 5 years of experience in the schools
and is currently working in schools. However, other arrangements may be made, as long as the SLP has
worked in the schools.
The following topics should be addressed:
 his/her educational and work experience, including the current school, professional
development (2 pts)
 caseload (size; diversity in age, communication impairment, other disabilities, cultural-linguistic
status) (2 pts)
 role and responsibilities in the school (various special education and non-special education
teams and activities) (2 pts)
 relationship between the speech-language program and the other school programs (special
education, general education, extra-curricular) (2 pts)
 types of collaboration with general and special educators (2 pts)
 view of the SOLs and SOL assessments (2 pts)
 views regarding the requirements of special education (e.g., evaluation, eligibility, IEP, parental
rights) (2 pts)
 relationships with parents (2 pts)
Find out what recommendations he/she has for you as a future speech-language pathologist (1 pts).
Reflect on your interview skills and identify areas for improvement (2 pts).
Use the SLP’s name in the report.
Provide the name of the SLP you will be interviewing and his/her school experience by January 25.
Interview due February 8.
Interview 2: Parent of a child receiving speech-language services in the schools. 25 points.
Interview a parent of a child who has been receiving special education services for a few years. Ideally,
the child will be receiving speech-language services.
The interview should include the following topics:



Ask the parent about his/her child’s “story” (e.g., disability, age of identification, types of
services received in the past and currently). (3 pts)
What were his/her experiences on special education teams during the referral, evaluation,
eligibility, and intervention processes? (3 pts)
Did he/she feel like an equal participant? What did he/she especially like/dislike about how
he/she was treated? (3 pts)
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




Did he/she understand the special education parental rights? (Be specific to identify rights that
were easy and difficult to understand. Take a copy of the procedural safeguards with you to
demonstrate the rights document. Give the parent your copy if he/she does not have one.)
( 4 pts)
What does she think about the assessment program (SOL, VAAP) and the implications for
his/her child? (2 pts)
What hopes and dreams does he/she have for her child? (2 pts)
What recommendations does he/she have for you as a future speech-language pathologist? (1
pt).
Reflect on your interview skills and identify areas for improvement (2 pts).
Use a the parents’ name and child’s initials in the report. Assure the parent that the information will
not be used for any other purpose.
Provide the name of the parent you will be interviewing, your relationship to the parent, person(s)
assisting you in making the connection (if applicable), and your list of interview questions by Feb 8.
Interview is due March 1.
Observations.
During the semester, you will observe a general education classroom and a special education meeting.
As you speak with the school about the observations, be sure to get permission to participate in the
meetings from the parents (in writing or orally). Be prepared to discuss your experience in class. Your
reports should use examples to specify the behavior and communications you observe.
Provide the names of your contact persons and the school division for these visits by January 25.
Observation 1. General Education classroom.
Observe a regular education classroom for at least ½ a day (2 ½ hours). Elementary is preferred.
Students wishing to work at the middle/high school may request to observe there. If the class goes to
“specials” (e.g., art, music) go with the class or reschedule to achieve the minimum amount of
observation. 25 points.
o Include the location, teacher(s), date, time on-site, schedule of classes/topics (1 pt)
o Complete the Communication Observation form found in the VDOE SLP Guidelines, as if you
were filling it out for an observation prior to eligibility determination for a particular child. Also
complete the “Observation Form” found on page 50 of the VDOE Evaluation and Eligibility
Guidelines. (2 pts)
o Describe the classroom itself (layout, information on the walls, noise level, and amount of
auditory and visual stimulation). (2 pts)
o What were the classroom rules (written and unwritten)? (2 pts)
o What SOLs were targeted? (Ask the teacher. If you do not have the opportunity to discuss the
SOLS with the teacher, make an estimate. Look up the SOL on the VDOE web site and include in
your report. Discuss how the activities related to the SOL.) (2 pts)
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o Did you observe any integration of content areas (e.g., highlighting English concepts during a
social studies lesson)? (1 pt)
o Describe and provide examples of the linguistic complexity of teacher’s oral and written
communication. Be specific in your analysis of the teacher’s syntax and semantics. (4 pts)
o Describe and provide examples of the linguistic complexity expected of the children’s
responses? Be specific in your analysis. (2 pts)
o Count teacher and student utterances during a 15 minute instructional period, when there is
communication between the teacher and students. Identify the classroom activity at the time.
Calculate the ratio of teacher: student utterances. How would this effect a child with
communication impairment (positively or negatively). (2 pts)
o Describe and provide examples of the nonverbal communication the teacher uses? (2 pts)
o Reviewing your observations and the data you gathered, consider how well would a child with
communication impairment perform in this classroom. What aspects of instruction would
enhance the child’s success? What aspects may be challenging? (3 pts)
o What modifications would you recommend? (2 pts)
Submit information on where you will do your observation by Feb 1.
Report due February 15.
Observation 2. Eligibility meeting OR IEP meeting. 25 points.
Note. The school must expect the parent to attend the meeting. Please work with your contact to
schedule an observation in a meeting with a parent. If the parent unexpectedly does not arrive, the
meeting may be used. If this is the case, ask the team chair how the school will share the information
with the parent and how the parent will be involved in making the decision.
1A Eligibility meeting.
The meeting should include discussion of whether a child is eligible for special education with a
speech-language impairment. (The child may be eligible for speech-language impairment as the
primary disability or as a secondary disability.)
o Describe the meeting (school, date, setting, all meeting participants, organization, and all
actions taken). (4 pts)
o Describe the child (age, grade, disability[ies], services) (3 pts)
o If permitted, review the evaluation reports prior to the meeting. Did the parents have a copy of
the report prior to the meeting? (When did they get the report?) (2 pts)
o Describe the evaluation findings (2 pts).
o Determine how the speech-language evaluation contributed to the determination of eligibility.
(2 pts) Complete VDOE’s speech-language impairment eligibility worksheet from the VDOE
Evaluation and Eligibility guidelines. (1) Did the team find the child eligible or ineligible for
special education? (1 pt)
o How well did the parent understand the professionals’ reports on their evaluation? Support
your thinking with examples of the parent’s verbal and nonverbal behavior. (2 pts)
o How well did the other professionals understand the speech-language and other evaluation
results? Support your thinking with examples of the professionals’ verbal and nonverbal
behavior. (2 pts)
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o What process did the team use to make decisions (e.g., voting, consensus, agreement)?
(Describe the process and the parent’s participation in the decision-making process. (2 pts)
o How was permission for your participation obtained? (2 pts)
o What have you learned about your future role on an eligibility committee? (2 pts).
Note: As a student, you are to be an observer, not a participant in the meeting.
1B IEP meeting.
The meeting should be addressing speech-language services, either alone or in conjunction with other
special education services.
o Describe the meeting (date, setting, meeting participants, organization, actions taken). (4 pts)
o Describe the child (age, grade, disability[ies], services) (3 pts)
o If permitted, review any draft IEP (or portion of the IEP) prior to the meeting and the final IEP at
the conclusion of the meeting. Describe the final IEP, addressing all sections of the IEP
discussed. ( 4 pts)
o Determine how the speech-language pathologist’s written/oral report contributed to the
development of the IEP. (2 pts)
o How do speech-language services support academic services? (2 pts)
o How well did the parent understand the discussion? Support your thinking with examples of the
parent’s verbal and nonverbal behavior. (2 pts)
o How well did the other professionals understand the information offered by the speechlanguage pathologist or other professionals? Support your thinking with examples of the
professionals’ verbal and nonverbal behavior. (2 pts)
o What process did the team use to make decisions (e.g., voting, consensus, agreement)?
Describe the process and the parent’s participation in the decision-making process. (2 pts)
o How was permission for your participation obtained? (2 pts)
o What have you learned about your future role on an IEP team? (2 pts)
Note: As a student, you are to be an observer, not a participant in the meeting.
Information on school contacts due January 25. Report due March 29.
C. Activities
Analysis of academic standards. (50 points)
The purpose of this activity is to understand the linguistic complexity of the academic expectations
students with disabilities face. This is an opportunity to apply the your knowledge of syntax and
morphology. Due Mar 1
A. Review the Virginia Standards of Learning, the Aligned Standards of Learning and the Common
Core Standards . (18 points)
Identify 9 standards that require effective communication skills, as follows:
 3 from Virginia SOLs.
 3 from Common Core Standards.
 3 from Aligned SOLs.
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Standards from each source should reflect three different grade levels (elementary, middle,
high), and three different content areas (e.g., English, math, history). Analyze the standards
by the domains of language – pragmatics, phonology, syntax, morphology, semantics. All 5
domains must be represented at least once in the 9 standards.
Include the entire standard in your paper. Highlight the section you are focusing on, and be
specific about the communication skill that is required for mastery. (18 points)
B. Review the Released Test Items for the SOLs. Identify 9 that require effective communication
skills.
At least 4 different content areas and three grade levels (elementary, middle, and secondary)
must be identified. All 5 domains of language must be represented at least once in the 9 test
items.
Write out the entire test item (including pertinent parts of the reading passage to which the
question refers), specify the year of the released item, and specify the communication skills
that are required for success. (18 pts)
C. Review of adopted textbooks. Identify and analyze 6 examples of the linguistic complexity of
textbooks (available in Greenwood library). Each should be from a different grade level and
include the major content areas (i.e., English/language arts, mathematics, history and social
sciences, science). Look for questions at the end of a passage to determine the linguistic
complexity of the comprehension task. (12 points)
D. Team Project. This project is to be completed in teams of 3. Each person is responsible for (a)
identifying 3 Standards (at least one from each - SOL, Aligned, Common Core), 3 Released Test
items and 2 textbooks; (b) leading the group’s analysis of the standard and test item; and (c)
preparing the item for the assignment.
Rating of team members. Each person will rate his/her team member’s performance
confidentially, on a scale of 0 - 2. A rating of 2 is active, collaborative team member and a
rating of 0 reflects marginally active, minimal leadership skills. Each person will receiving up to
3 points, based on the average rating of his/her peers. (2 pts)
IEP and Intervention Project (75 points) Due April 5. Section B will be presented in class.
A. IEP.
Develop an IEP for a child with a speech-language impairment in the language area, using
the model form on the Virginia Department of Education web site. Use the elementary IEP
if you are designing a program for a child up through age 12. Use the Transition IEP if you
are designing a program for a child above age 12. You may design the nature of the child’s
deficit, linking the present level of performance to goals, objectives and services. Each
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component (page) of the IEP must be completed. (Students must get permission to develop
an IEP for a child with an articulation, fluency, or voice disorder.) (25 pts)
B. SOL-linked intervention.
Develop an intervention to support the child described in the IEP.
The intervention will have 2 components:
1. direct intervention with the child in individual or small group speech-language therapy
setting;
2. classroom based, working with a small group in the classroom or the whole class.
The activity should include
(a) the target SOL objective(s);
(b) the intervention objectives (in measurable terms);
(c) the procedures;
(d) the materials (including word lists, scripts, as appropriate);
(e) a graphic organizer or Marzano strategy (excluding reinforcement and feedback and
cooperative learning) that supports the intervention;
(f) a data collection instrument (that will document progress toward the objective).
Implement your activity with any child (the child should be age appropriate for the activity, but
does not need to have a disability). If using a client or family member of a client from the LCCLL
get the professor’s permission in advance. Describe your intervention. Reflect on result and
describe any adjustments you made as a result of this experience.
Include references.
Demonstrate the intervention in class (using a classmate as the student). Provide the class with
a 1 – 2 page handout with items a – f.
(50 points, 20 points for each intervention; 5 points for your reflection and 5 points for the
presentation/demonstration).
Reflection papers (10 pts each)
Complete a written paper on each of the following topics. The paper should be 2 pages in length
(approximately 700 – 800 words, unless otherwise stated), excluding references. The papers
should integrate of information from class and the readings. References are required (using APA
format).
A. Reflect on Martin Luther King Symposium. Comment on Mrs. Howard’s presentation at the on
January 20 (3:30 in Jarman Auditorium). Due Jan 25.
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B. Reflect on the genesis of special education. Your reflection should address what you have
learned about why special education became mandated in the US, its value, and its influence on
services for and attitudes about persons with disabilities. Due February 1.
C. Reflect on the TTAC Data collection training. Create a data collection instrument based on this
training. Provide a 350 – 400 word narrative explanation of your thinking. Due February 8.
D. Design a diagram picture that explains RTI. A narrative is not required. References are
required. Due February 22.
E. Write a 2 page memo to your special education director explaining why you would like to
implement the workload caseload proposal. Your proposal should reflect the principles of
RtI/Workload Caseload , the nature of your proposal (including evaluation), and the advantages
to the district for implementation. Due March 29.
F. Write the top 10 things speech-language pathologists should know when creating a caseload in
the public schools. Due March 29.
G. Reflect on your tour of the Moton Museum. Due one week after your visit.
H. Reflect on the class discussion of the Tatum book. Your reflection should include new ideas that
you learned, a reaction to the concepts presented by the author and/or in class, and a
reflection on how this will influence your practice as a speech-language pathologist. Due April
26.
Discussion of the Tatum book. (20 points)
a. Students (in pairs) will lead discussion of a book chapter. The discussion should be designed
to enable student participation (rather than the leaders’ presentation of information).
i. Questions are designed to facilitate discussion (5 pts)
ii. Effectively lead discussion to enable wide discussion during the specified time period
(5 pts)
b. Students are expected to participate in class discussion (1 point per week, total of 10
points).
Cultural Competency Checklists. (6 points)
Download these checklists form the ASHA site, complete at the end of class and write one
paragraph about this self-reflection.
Quizzes (75 points)
On-line quizzes will be posted to address the education and special education rights and procedures,
based on the readings and class notes. (Some information comes only from readings). These are openbook, but timed. Students are on their honor to complete independently. The quizzes may be
completed at any time, but no later than April 26.
Virginia Department of Education child abuse recognition and technology
requirements. Must be completed no later than April 26
During this course, students must demonstrate completion of these two standards, which are
required for Va Department of Education licensure.
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1. Child abuse (3 pts)
a. Provide a copy of the training in child abuse completed in the school district in which
you work. OR
b. Complete child abuse recognition training created by the Va. Dept of Social Services
http://www.vcu.edu/vissta/training/va_teachers/ It will take less than 2 hours to
complete it. Please print 2 certificates of completion – one for your files and one for
the class.
2. Technology (3 pts)
a. Demonstrate completion of the training through previous coursework (e.g., EDUC 381
or CSDS 411 at Longwood). A transcript and syllabus can be used for courses at other
universities.
b. Provide artifacts to demonstrate your technology skills (contact Dr. Power-deFur if you
need to use this approach for a checklist to complete).
Completion of the course (i.e., getting a grade) is dependent upon completion of this assignment.
Grading
Interview of a speech-language pathologist
Interview of a parent
Observation 1: Eligibility or IEP meeting
Observation 2: classroom
Activity: SOL analysis
Reflection A
Reflection B
Reflection C
Reflection D
Reflection E
Reflection F
Reflection G
Reflection H
Tatum book discussion
ASHA cultural competency checklists
Quizzes
Final project: IEP and SOL-based Intervention
Child abuse recognition and technology standards
TOTAL
A+ 392 – 400 (98 – 100%) A 372 – 391 (93 – 97%) A- 360 - 371(90 – 92%)
B+ 352 - 370 (88 – 89%) B 332 – 351 (83 – 87%) B- 320 – 331 (80 – 82%)
C – less than 320
20
20
25
25
50
10
10
10
10
10
10
10
10
20
6
75
75
4
400
Extra Credit – 5 points. (Keep a list of instructional strategies I use during class. .5 points/correct
strategy).
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CLASS CALENDAR - Note – diversity will be addressed weekly, through the discussion of the chapters of the
Tatum text.
Date
Jan 18
Topic
Introduction
History of Public Education
Decision-making styles
Reading & Assignments
Tatum Ch 1
Jan 25
IDEA requirements: child find,
evaluation, eligibility
VDOE, pp 11 – 38; Appendices D, E, F, G, H
ASHA IDEA web site
ASHA Role and Responsibilities document
VDOE eligibility & screening documents
Power-deFur, in press
Tatum Ch 2
Feb 1
Feb 8
IDEA: IEPs, including transition,
assessments, and graduation
Documentation, parent and student
rights
Feb 15
No Child Left Behind
State standards (Va.Standards of
Learning)
Feb 22
Service delivery approaches
Response to Intervention
Mar 1
Medicaid, Section 504, SSI, Dysphagia
in Schools
Reflection A due.
Submit name of SLP and school contact persons.
TTAC assessment web pages
Tatum Ch 3
Info on class observation due.
Reflection B due
VDOE, p. 59
VDOE family rights, due process and complaints
TTAC data training
Tatum, Ch 4
SLP Interview due
Info about parent interview due.
Reflection C due
TTAC and VDOE SOL sites
McGinty and Justice article
Tatum, Ch 5
VDOE pp. 39 – 46
Power-deFur, 2010
Tatum Ch 6
General Education Classroom Observation due
Reflection D due
Power-deFur & Alley
VDOE, pp 47 – 62, 68 - 72
Tatum Ch 7
Parent Interview due
Mar 9
No Class
14
March 15
Mar 22
Spring Break
Caseloads
Speech-language pathology assistants
ASHA caseloads and SLPA documents
Tatum Ch 8
Mar 29
Working with parents
Academic Standards due
Tatum Ch 9
April 5
Presentations on interventions
Apr 12, 19,26 NO CLASS
Apr 26
Deadline for completion of on-line quiz
Parent interview due
Special education meeting observation due
Reflections E and F due
Tatum Ch 10
IEP/Intervention Project due.
Reflection H due.
Child abuse and technology competencies due
Cultural competency checklists due.
15